TY - JOUR
T1 - Is active learning accessible? Exploring the process of providing accommodations to students with disabilities
AU - Gin, Logan E.
AU - Guerrero, Frank A.
AU - Cooper, Katelyn M.
AU - Brownell, Sara E.
N1 - Funding Information:
We are extremely grateful to the 37 directors who shared their thoughts, experiences, and expertise working with students with disabilities. We also thank Tiffany Bailey and the ASU Biology Education Research Laboratory for their insights and feedback on an earlier draft of this essay. L.E.G. was supported by an NSF Graduate Fellowship (DGE-1311230), and F.G. was supported by a Howard Hughes Medical Institute Inclusive Excellence grant (no. 11046). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF or HHMI. The data collection was approved by Arizona State University’s Institutional Review Board STUDY00007435.
Funding Information:
We are extremely grateful to the 37 directors who shared their thoughts, experiences, and expertise working with students with disabilities. We also thank Tiffany Bailey and the ASU Biology Education Research Laboratory for their insights and feedback on an earlier draft of this essay. L.E.G. was supported by an NSF Graduate Fellowship (DGE-1311230), and F.G. was supported by a Howard Hughes Medical Institute Inclusive Excellence grant (no. 11046). Any opinions, findings, conclu-sions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF or HHMI. The data collection was approved by Arizona State University?s Institutional Review Board STUDY00007435.
Publisher Copyright:
© 2020 L. E. Gin et al. CBE—Life Sciences Education and 2020 The American Society for Cell Biology.
PY - 2020/12/1
Y1 - 2020/12/1
N2 - On average, active learning improves student achievement in college science courses, yet may present challenges for students with disabilities. In this essay, we review the history of accommodating students with disabilities in higher education, highlight how active learning may not always be inclusive of college science students with disabilities, and articulate three questions that could guide research as the science community strives to create more inclusive environments for undergraduates with disabilities: 1) To what extent do stake-holders (disability resource center [DRC] directors, instructors, and students) perceive that students with disabilities encounter challenges in active learning? 2) What accommoda-tions, if any, do stakeholders perceive are being provided for students with disabilities in active learning? and 3) What steps can stakeholders take to enhance the experiences of students with disabilities in active learning? To provide an example of how data can be col-lected to begin to answer these questions, we interviewed 37 DRC directors and reported what challenges they perceive that students with disabilities experience in active learning and the extent to which accommodations are used to alleviate challenges. We conclude the essay with a suite of recommendations to create more inclusive active-learning college science classes for students with disabilities.
AB - On average, active learning improves student achievement in college science courses, yet may present challenges for students with disabilities. In this essay, we review the history of accommodating students with disabilities in higher education, highlight how active learning may not always be inclusive of college science students with disabilities, and articulate three questions that could guide research as the science community strives to create more inclusive environments for undergraduates with disabilities: 1) To what extent do stake-holders (disability resource center [DRC] directors, instructors, and students) perceive that students with disabilities encounter challenges in active learning? 2) What accommoda-tions, if any, do stakeholders perceive are being provided for students with disabilities in active learning? and 3) What steps can stakeholders take to enhance the experiences of students with disabilities in active learning? To provide an example of how data can be col-lected to begin to answer these questions, we interviewed 37 DRC directors and reported what challenges they perceive that students with disabilities experience in active learning and the extent to which accommodations are used to alleviate challenges. We conclude the essay with a suite of recommendations to create more inclusive active-learning college science classes for students with disabilities.
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U2 - 10.1187/cbe.20-03-0049
DO - 10.1187/cbe.20-03-0049
M3 - Article
C2 - 33001769
AN - SCOPUS:85091956665
SN - 1931-7913
VL - 19
SP - 1
EP - 15
JO - CBE life sciences education
JF - CBE life sciences education
IS - 4
M1 - es12
ER -